Cultural Inclusion: Formal Schooling for Children from Families of Refugee Backgrounds

  • Monika Krajčovičová Griffith University
  • Erika Novotná Presov University


All communities of refugee backgrounds should feel supported by the state and the majority, and have the power to strive for a better quality of life, while still being able to proudly proclaim their own culture in formal schooling. Culturally inclusive schools appreciate diversity, perceive it as a natural part of a modern society, and encourage all individuals regardless of their cultural background, race, ethnicity, religion, beliefs, gender, or language. This study is a theoretical introduction to the pilot project concerning the expectations and experiences of parents with refugee backgrounds in the context of early learning for their children in Australia. We look at diversity and the successful inclusion of children from refugee backgrounds families into formal schooling by creating culturally inclusive, safe and supportive learning environments.

Keywords: Cultural Inclusion. Diversity. Inclusion. Formal Schooling.
Refugees. Refugee Backgrounds People. Australian Education. Culturally Inclusive Schools. Safe and Supportive Learning Environment.

Author Biographies

Monika Krajčovičová, Griffith University

Dr Monika Krajčovičová is a Lecturer and a Program Director for Early Childhood Education in the School of Education and Professional Studies at Griffith University. Her research is in the field of cross-cultural studies, social justice and equity in education and creative teaching approaches. She is interested in supporting early childhood and primary education for children from disadvantaged communities and diverse cultural backgrounds. Her research has involved working with Roma and Traveller (Gypsy) communities in Europe, refugee backgrounds communities in Australia and Aboriginal communities of Australia. She is currently working on a project investigating experiences and expectations of refugee backgrounds parents in the context of the successful inclusion of their children into formal schooling in Australia.

Griffith University
School of Education and Professional Studies
Parklands Drive, Southport 4215, Gold Coast, Queensland, Australia

Erika Novotná, Presov University
Dr Erika Novotnáis a Lecturer in the Faculty of Education at Presov University. She teaches in the undergraduate, postgraduate and pre-service area of primary education. Her research concerns pedeutology, pre-service teachers’ training and development of teachers’ creative personality. She has conducted research focusing on the professional competences of teachers working with Roma (Gypsy) students from disadvantaged communities. Her current project looks at humanistic philosophical perspectives in education and at developing the critical thinking skills of pre-service teachers in Slovakia.


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How to Cite
Krajčovičová, M., & Novotná, E. (2017). Cultural Inclusion: Formal Schooling for Children from Families of Refugee Backgrounds. Multidisciplinary Journal of School Education, 8(2). Retrieved from